Funds of Knowledge: An examination of theoretical frameworks
AbstractThis review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse.
Download data is not yet available.
How to Cite
HOGG, Linda. Funds of Knowledge: An examination of theoretical frameworks. The New Zealand Annual Review of Education, [S.l.], v. 21, july 2012. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/4042>. Date accessed: 21 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v21i0.4042.
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
- Articles are placed in repositories after publication.
- Metadata about articles include the DOI and journal issue information.